Susie
Susie
"I am an art graduate, currently working both as an artist and lecturer/teacher/tutor. Since graduating from the Glasgow School of Art in 2010 I have been working as a professional artist; I received my masters in sculpture from the Royal College of Art in June 2019. Alongside this I am an experienced teacher and a lecturer at university level. I aim to be a very motivational tutor, trying to be as positive as possible and I try to minimise stress levels by being calm and approachable. I tailor each lesson to my students' individual needs and have experience working with a wide range of age groups. I am flexible with the times and locations I can work. I have a PTLLS qualification for teaching in the lifelong learning sector, and I also have a CELTA. I am also a Senior Fellow of the Higher Education Academy. "
Qualifications
- University of Gloucestershire – PhD (In progress)
- Royal College of Art- MA Sculpture
- Glasgow School of Art- BA hons Sculpture and Environmental Art
Emily
Emily
"I have been a secondary school MFL teacher for 4 years and a tutor of students aged 3-74 from around the world for over 10 years. I am skilled in developing students' analytical reading, critical thinking, academic writing, and communication through evidence-informed practice and engaging lessons. I am experienced at teaching KS3 and KS4 English in school settings and supporting students to achieve strong outcomes in KS3 and KS4. Tutoring, for me, goes beyond academic success; it is concerned often with mentorship, nurture, and personal goal setting. The magic of tutoring lies in its potential for truly tailored content, working with a student’s specific interests and making them feel heard. In such a way, SEN is an opportunity for me to evolve my own practice: never a one-size-fits-all approach. Expert subject knowledge and responsiveness to learner needs are at the core of my tutoring; I am always ready to adapt the pace of the lesson to adjust the level of challenge. Likewise, a profound knowledge of language and linguistics from my time at Oxford has proven vital in my years as a tutor, especially in tutoring phonics and the 11+ for international students. Students often remark on how engaging and dynamic my lessons are, and how much information is retained as a result. My extensive travel, as well as my approachability, has enabled me to foster long-term relationships built on trust and results. I lead by example as a lifelong reader to foster intellectual curiosity, confidence, and a love of reading."
Qualifications
- University of Oxford - French Literature and Linguistics
- Bath Spa University - Postgraduate Diploma in Education and Leadership
Lydia
Lydia
"With over ten years' experience as a professional tutor, I have developed a range of pedagogical skills to both engage reluctant learners and challenge more advanced students. Critical and lateral thinking remain at the core of my lesson planning, with students encouraged not only to master curriculum content but also to develop their own independent thinking through textual, visual, historical, and contemporary analysis. In my lessons, I encourage my students to ask questions and celebrate their interests wherever possible, using topics and themes that excite them to foster engagement with their learning. I likewise tailor my lessons to each student's abilities and learning goals, ensuring that we build on their strengths while supporting their current level of development. With extensive experience supporting UK-based learners across a range of ages and abilities, I incorporate lesson activities that suit a variety of learning styles, from auditory to kinaesthetic. This helps ensure that every student can engage with the material in a way that best supports their learning. I also model new concepts, language structures, and behaviours clearly in each session, ensuring students have clear examples before applying these skills independently. Having worked with students from across South Asia, China, the Middle East, and Europe, I am also well versed in supporting students who require additional ESL support or are transitioning between different educational systems. This experience has given me a strong understanding of the academic, linguistic, and cultural transitions many international students face, allowing me to tailor my approach to their individual needs. Ultimately, my aim as a tutor is to help every student develop not only strong academic outcomes but also the confidence, curiosity, and independent thinking skills that will benefit them beyond the classroom! "
Qualifications
- Trinity College Dublin, Ireland - BA (Hons) (Sch.) Drama & Theatre Studies
- University of Oxford - MSc Social Anthropology
- Trinity College Dublin, Ireland - MSc Applied Social Research
Rachelle C
Rachelle C
"I believe that learning should be fun and engaging at its very heart, therefore I place a great importance on getting to know what makes my tutees tick so that I can design lessons which pique their intellectual curiosity and make it fun for them to learn. There are many ways to teach the same concept, and I see it as my role as a tutor to understand what my tutees both want and need, and to create a welcoming and judgement-free zone in which they can flourish. A big part of my teaching practice is building confidence and overcoming learners’ internal and external barriers to learning. One of the ways in which I do this is by reframing making mistakes as an important and necessary step on the path of learning, and getting tutees used to having their abilities gently stretched. Additionally, I make a point of getting my tutees to always explain their thought processes when answering questions, encouraging discussion around their learning. As a teacher, nothing gives me more joy than to see the learners in my care growing in confidence and ability, and going on to their future endeavours with a strong sense of self belief."
Qualifications
- University of Manchester - BA French and German
- Manchester Metropolitan University - MA Teaching English
- Manchester Academy of English- CELTA